Representaciones sobre la escritura en el discurso docente en el contexto de la escuela secundaria. Una indagación de las creencias sobre las prácticas y su orientación deóntica

Abstract

: This article aims to explore the representations or semiotic configurations of knowledge (Charaudeau, 2012, 2009, 1983; Bronckart, 2004, 2006) sustained by the educational discourse around writing in secondary school. A qualitative and quantitative analysis was made based on the statements of 25 teachers from Rosario, as a response to a survey including two questions with open answers and one closed multiple-choice question. We proceed under the assumption that these statements and answers mobilize representations that evidence an imaginary level (Bruner, 1990) related to writing in formative contexts, not only in the educational practices but also in its deontic orientation. The main identified trend in the corpus lies on the representation of writing as a non-specific domain and associated with the school functionality. It is considered that the results of this type of inquiry allow obtaining valid indicators capable of guiding eventual didactic interventions.